Ved's Narrative Assessment- Project Geos- 23.03.15

Learner: Ved                 Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Ved selected ‘Project Geos’ for his iExperience activity this week.  Today Ved learned all about different geographic features in order to create a map for a country of his own invention.  Ved asked what the difference was between a ‘gulf’ and a ‘bay’ and ws keen to see and discuss examples to solidify his understanding.  Ved had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘’Spooky”.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, Ved will need to complete this and think carefully about his map design.

Evidence of learning

Ved’s google doc can be found here.

Key Competencies/Vision Principles

Ved took time to get started but then he managed himself well today and related well with others.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification and I encourage him to do this more often so he can maximize his use of time.   Ved is developing his capability in map making and exploring his creativity.  I wonder if Ved will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Draft the map of his country Design a flag for his country Create a population map for his country

Ved's Narrative Assessment - Math & Digital Technologies - 15.03.15

Learner: Ved             Learning Coach: DiWilkes            Date: 15.03.15

Learning Area:  Maths

Learning Observed

Ved was in a group of learners selected to work with Ms Wilkes as their PAT Maths and IKAN scores demonstrated their high ability in maths.  They have had two sessions in which they  have set up Digital Math Journals where they will solve mathematical problems and explain their thinking using mathematical language.  These journals will capture their learning in maths over time and become rich evidence.  These learners were able to login, create a new tale, including a title page and first page with a problem which they have begun to solve using their mathematical language.  This tool affords them the ability to add audio, text and images (hand drawn or photos) and is an excellent medium for capturing how Ved breaks down the parts of a problem to solve it.  Ved is quick to start and does not hesitate to seek clarification when he is unsure.  He is able to unpack algebraic equations explaining how and why he is doing each step.

Evidence of learning

Assessment Results: Stanine 8 for Year 5 (29/35 on PAT Maths, Working at Stage 5 (IKAN) Littlebirdtales: please click to view the beginnings of the Digital Maths Journals- Ved

Key Competencies/Vision Principles

Ved has managed himself very responsibly, relates well with others and participates and contributes enthusiastically.  His technical capability has grown significantly since the beginning of the year (eg. he can embed media into his google site and hyperlink)  and other learners often ask him for assistance.  His capability in maths is clear from the assessment results.

Next Learning Steps

Access www.littlebirdtales.com at home and practice one maths problem per week Register for https://e-ako.nzmaths.co.nz/  (using his Mathletics username and password and the email address learninghabitat1@ormistonprimaryschool.com) and begin his pathway Link evidence of his learning in maths to his math progression spreadsheet

Ved's French Learning Story - 13.3.15

Learner: Ved     Learning Coach: Tracey Dillner           Date: 13.3.15

Learning Area: Learning Languages - French

Learning Observed

Ved was fully engaged for the entire iExperience French lesson that he opted into. He worked hard to practice the French alphabet by repeating each letter aloud and it’s corresponding image. Ved also applied himself to trying out the finger spelling alphabet that Deaf people use in France. When we arrived at the independent part of the lesson, Ved was able to locate the website Duolingo.com and log in. Once there, Ved set the pace of his own learning and remained focused for the next 30mins. I was impressed at how Ved was able to set high standards for himself and challenge himself to beat his own personal best. I wonder if he does this at home too?

Evidence of learning

Ved showing that he had independently completed four lessons during our iExperience session.

Key Competencies/Vision Principles

Ved was highly motivated and was intent on challenging himself. Seeing Ved do this was impressive as it demonstrated he was capable of remaining on task and completing more than the basic expectation. The session ended before Ved could quite finish the entire first level of Beginners French, but this did not stop his drive to succeed - all he wanted to do was keep going (Managing Self). I wonder if Ved went home and worked more on this over the weekend or in the following week? Ved was very speedy to absorb the new ideas and vocabulary presented in all areas of the lesson. He could transfer this knowledge from English to French and back again (Using Language, Symbols and Text).

Next Learning Steps

Continue to work on Duolingo.com at home or during iExplore. Is French the language Ved wants to pursue more? Or is there another language that is more appealing for him? Use what he has learnt so far to make a presentation or video for other people to learn from.

Ved's Visual Arts -Narrative Assessment 16.03.15

Learner: Ved               Learning Coach:Margaret Patrick            Date:16.3.15

Learning Area Visual Arts-Developing Practical Skills

Learning Observed

Ved was part of group who selected the  “Block or Blend” art activity.During the session he viewed pictures of objects that depicted block colours and blended colours. Using pastels he picked a colour and learnt how to make a tint, shade and tone. The next step was to google images of flowers heads and select one to copy. Using white pastel he had to fill a sheet of A3 black paper with the outline of the flower. Selecting one blue paint colour he was able to mix it with white to create a tint, black to create a shade and both black and white to create a tone. Ved added detail to the centre of his flower using the end of a paint brush to make dots. When he finished his flower, he used white pastel to go around the outline and highlight the centre of the flower. He cut it out and glued it onto the white background.

Evidence of learning

Key Competencies/Vision Principles

Ved was exploring the art making technique of blending colours and applied it to the process of painting a flower. He has been developing his capability to paint objects in a more life like manner using this process. He was proud to sign his end product and sees himself as a capable learner and completing this artwork was a priority for him. He demonstrated effective self management skills.

Next Learning Steps

Use the process of blending colours when he is painting other objects. Experiment blending colours with other media.